Canadian medical education journal最新文献

{"title":"Celebrating inquiry and scholarship: the inaugural Canadian Medical Student Research Competition.","authors":"Amrit Kirpalani","doi":"10.36834/cmej.79364","DOIUrl":"10.36834/cmej.79364","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415740/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sexual and gender minority health: a roadmap for developing evidence-based medical school curricula.","authors":"Catherine Giffin, Sari Glow, Douglas Michael Lebo, Tara Freeman, Jovana Miladinovic, Sonja Hansen, Chad Brown, Nessika Karsenti","doi":"10.36834/cmej.78448","DOIUrl":"10.36834/cmej.78448","url":null,"abstract":"<p><strong>Background: </strong>Educating future physicians about sexual and gender minority (SGM) patients and their health care needs is an important way to mitigate discrimination and health disparities faced by this community. Canada, across its 17 medical schools, lacks a national standard for teaching this essential topic. This paper aims to review the best practices for teaching an SGM curriculum in undergraduate medical education and synthesize this information into actionable propositions for curriculum development.</p><p><strong>Methods: </strong>A scoping literature review was conducted to identify best practices for SGM teaching. The review elicited peer-reviewed and grey literature on best practices for SGM teaching, policy documents, and opinion pieces from medical education authorities and SGM advocacy groups. Through an iterative process with all authors, the Canadian Queer Medical Students Association (CQMSA), and the Association of Faculties of Medicine of Canada (AFMC), a set of propositions was developed.</p><p><strong>Results: </strong>The search yielded 1347 papers, of which 89 were kept for data extraction. The main outcomes of these papers were sorted along five repeating themes, which formed the basis for six propositions; two more propositions were then added after discussion with all authors.</p><p><strong>Conclusion: </strong>We present eight propositions for the development of a national standard for SGM education at the undergraduate medical level. These include standardizing learning objectives across all schools, using established curricular models to guide curriculum development, interweaving concepts across all levels of training, diversifying teaching modalities, providing faculty training, ensuring a safe space for SGM students and faculty, using OSCEs as a teaching tool, and involving the local SGM community in curriculum development and delivery.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415728/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Standards and accountabilities for professional resistance.","authors":"Rachel H Ellaway, Aaron M Orkin","doi":"10.36834/cmej.79395","DOIUrl":"10.36834/cmej.79395","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415739/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thriving Together: a novel workshop to improve cohesion and class culture in medical school cohorts.","authors":"Tyler Herod, Brett Henderson, Matthew Donovan, Qëndresa Sahiti, R Zachary Ford, Emma McDermott","doi":"10.36834/cmej.77966","DOIUrl":"10.36834/cmej.77966","url":null,"abstract":"<p><p>Thriving Together, a workshop for first year medical students, addresses crucial aspects of class culture early into medical school. Through small group discussions, this student-led event creates a safe space for open dialogue and self-reflection. Participants gain valuable insights into classmates' perspectives and how to foster communication, empathy, and improved class cultures. These lessons are likely to transfer into future practice through enhanced conflict-resolution and relationship-building skills, contributing to higher-quality patient care. Because Thriving Together can readily be adopted elsewhere, we encourage other medical schools to conduct similar workshops to help in addressing an otherwise neglected aspect of medical education.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415741/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why we must incorporate <i>primum non nocere</i> into assessment reappraisal.","authors":"Janeve Desy, Glenda Bendiak, Kevin McLaughlin","doi":"10.36834/cmej.79224","DOIUrl":"10.36834/cmej.79224","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415744/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A novel IDEA(-R) for a small group teaching format.","authors":"Beatrice Tb Preti, Michael S Sanatani","doi":"10.36834/cmej.78097","DOIUrl":"10.36834/cmej.78097","url":null,"abstract":"<p><p>We present a novel small group teaching format (termed IDEA-R), ideal for deliberate targeting and escalation of cognitive learning tasks. Additionally, this approach is ideal for smaller postgraduate programs which struggle to predict trainee attendance far in advance, as it provides a flexible format that can adapt to in-the-moment fluctuations in trainee numbers.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415738/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional labour in learning to doctor.","authors":"Marcel F D'Eon","doi":"10.36834/cmej.79935","DOIUrl":"10.36834/cmej.79935","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415747/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practice makes perfect: the development of a medical student-led crowdsourced question bank for self-study in undergraduate medical education.","authors":"Mario Corrado, Carlyn McNeely, Isabelle Lefebvre, Rikesh Raichura, Bryce Jm Bogie, Timothy J Wood","doi":"10.36834/cmej.78869","DOIUrl":"10.36834/cmej.78869","url":null,"abstract":"<p><p>The development of multiple-choice questions (MCQs) for undergraduate medical education study purposes is resource intensive. Commercially available question banks are typically expensive, only available in English, and may not be aligned with medical school learning objectives. Here, we introduce <i>The Ottawa Question Bank</i>: a student-led, bilingual study resource curated to a Canadian undergraduate medicine curriculum (www.theottawaquestionbank.ca). In total, 205 medical students wrote and edited 4438 original MCQs linked to objectives from the University of Ottawa undergraduate medical education curriculum. The project has received positive feedback from both developers and users. Our experience suggests that involving medical students in MCQ development is feasible and can result in the rapid creation of a low-cost, high-quality study resource curated to a program's learning objectives. The platform outlined here can be used as a model for other medical schools and professional degree programs to develop their own question banks, including pharmacy, dentistry, nursing, and physiotherapy. Interested programs are encouraged to contact our team for collaborative opportunities.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415751/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences of racism of Black medical students and residents in Montréal: \"I wear my stethoscope around my neck at all times\".","authors":"Roberta Soares, Marie-Odile Magnan, Yifan Liu, Margaret Henri, Jean-Michel Leduc","doi":"10.36834/cmej.77407","DOIUrl":"10.36834/cmej.77407","url":null,"abstract":"<p><strong>Background: </strong>Black students and residents experience racism in medical school. This qualitative study documents Black students' and residents' experiences of racism using Critical Race Theory (CRT) and explores their coping mechanisms using the theatrical metaphor.</p><p><strong>Methods: </strong>We conducted semi-structured interviews with four Black medical students and residents (two medical students and two residents) studying in Montréal and analyzed their experiences through counter-stories. We identified themes related to their experiences of racism during medical training and their coping mechanisms.</p><p><strong>Results: </strong>Our analysis reveals these experiences of racism occur in academic and clinical settings (classes, internships, social interactions with peers, faculty, and patients, and through the curriculum), in the form of microaggressions. The analysis also indicates that Black students and residents try to cope with racism using a hyper-ritualization strategy to better fit in (e.g., clothing, behaviours).</p><p><strong>Conclusion: </strong>Considering that Black students and residents experience various forms of racism (subtle or explicit) during their medical training, these findings urge us to increase awareness about racism of students, residents, teachers and health care workers in universities and teaching hospitals. Pathways to increase the representation of Black students and residents seem to be part of the solution, but improving the learning environment must be a priority to achieve racial justice in medical training in Québec.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The state of wellbeing education across North American medical schools: a scoping review.","authors":"Noam Raiter, Kiana Yau, Alisha Sharma, Melanie Lewis, Victor Do","doi":"10.36834/cmej.76095","DOIUrl":"10.36834/cmej.76095","url":null,"abstract":"<p><strong>Background/objective: </strong>Medical students experience increased rates of burnout and mental illness compared to the general population. Yet, it is unclear to what extent North American medical schools have adopted formal wellbeing curricula. We sought to establish prevailing themes of existing wellbeing educational interventions to identify opportunities for further curricular development.</p><p><strong>Methods: </strong>We conducted a scoping review of the literature to identify wellbeing education programs implemented for undergraduate medical students across North America. We searched four comprehensive databases and grey literature and only included published original research. Two independent researchers screened all papers, with a third resolving disagreements. Two researchers conducted the data extraction using a continuously refined template, with a third researcher resolving any discrepancies.</p><p><strong>Results: </strong>We identified 3996 articles in the initial search of which 30 met inclusion criteria and were included for further analysis. The most common types of interventions were mindfulness and meditation practices. 27 studies found that their wellbeing sessions contributed to positive wellbeing outcomes of learners.</p><p><strong>Conclusions: </strong>Our review identified that there are few wellbeing curricular initiatives that have been evaluated and published in the literature. Additionally, the methodology and rigour of wellbeing curriculum evaluation to date leaves significant room for improvement. The existing literature does suggest that the adoption of a wellbeing curriculum has the potential to improve outcomes for medical students. These findings can be used to assist the development of a validated wellbeing curricular framework for wellbeing initiatives. However, while such a curriculum may represent an effective tool in enhancing medical trainee wellbeing, it cannot effect change in isolation; lasting and meaningful change will require concurrent shifts within the broader systemic framework and cultural fabric of the medical education system.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11415736/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}